Bloom’s Literacy Little Red Writing By: Joan Holub & Melissa Sweet Chronicle Books READ 3311 Mary Fulton March 20, 2015

Third Grade ELAR TEKS (2)  Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A)  use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; (B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (4)  Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B)  use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; (C)  identify and use antonyms, synonyms, homographs, and homophones; (5)  Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A)  paraphrase the themes and supporting details of fables, legends, myths, or stories; and (B)  compare and contrast the settings in myths and traditional folktales (7)  Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed. (8)  Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A)  sequence and summarize the plot's main events and explain their influence on future events; (B)  describe the interaction of characters including their relationships and the changes they undergo; and

Third Grade SS TEKS (5)  Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to: (B)  use a scale to determine the distance between places on maps and globes; (C)  identify and use the compass rose, grid system, and symbols to locate places on maps and globes; and (D)  create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system. (12)  Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to: (A)  give examples of community changes that result from individual or group decisions; (B)  identify examples of actions individuals and groups can take to improve the community; and (8)  Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to: (E)  identify individuals, past and present, including Henry Ford and other entrepreneurs in the community such as Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton, who have started new businesses.

Summary “Little Red Writing” is a spin on the traditional literature story “Little Red Riding Hood.” In this story, Little Red is a pencil in a school in Pencilvania and is asked by her teacher to write a story. She goes on a journey to find the perfect story to share with the class. Little Red runs in to trouble writing and even more trouble when she realizes the one who is in the principals office may not be the sweet Principal Granny, but an intruder. It is a fun spin on the traditional story and also a great introduction to teaching story writing to students.

Remembering Question Activity TEKS: ELAR 2A, 2B Who were the characters of the story and what is one word that describes them best? Activity Each student is given pencils, a box, glue, markers, and colored paper. Students will construct as many characters as they can remember. They will write one word that they feel best describes that character. TEKS: ELAR 2A, 2B

Understanding Question Activity TEKS: ELAR 8A, 8B; SS 5B, 5C Using our school building as a guide, what was Little Red Writing’s journey? What were the significant parts of the story. Activity I will give students a map of the school. They will use it to draw out Little Red Writing’s journey. They will need to write out important parts of the story and what happens that makes them significant. Map must be labeled with legend and key. TEKS: ELAR 8A, 8B; SS 5B, 5C

Applying Question Activity TEKS: ELAR 4B, 4C Can you change the descriptive words in the story to synonyms? Activity Students will be put in pairs with photocopied pages from the book (one page per group). They will need to find as many descriptive words as possible and change the word to a synonym. When we are done we will read the book with the new words to see how the story changes and understand why synonyms are important to know. TEKS: ELAR 4B, 4C

Analyzing After reading “Little Red Riding Hood” Question Activity How are “Little Red Writing” and “Little Red Riding Hood” different? Activity Divide the class in half. One half writes all of the important details of “Little Red Riding Hood” on separate pieces of paper. The second group does the same with “Little Red Writing.” Put duct tape on the floor. Put the papers that only apply to one story on either side and the ones that could apply to both stories in the middle. TEKS: ELAR 5A, 5B

Evaluating Question Activity TEKS: SS 12A, 12B From your characters you made earlier, divide characters into good and bad. Explain why each character is good or bad and what qualities they have that makes you believe that. Compare the qualities to other heroes we have learned about it class. Activity From their remembering activity, students will sort out characters into good and bad. They will write what qualities they have that makes them believe this. They must identify qualities they can compare to others we have learned about in history. TEKS: SS 12A, 12B

Creating Question Activity TEKS: ELAR 7; SS 8E After reading “Little Red Riding Hood” and “Little Red Writing,” how would the story change if a famous inventor/entrepreneur was the lead character. Activity Put children into groups of 4 and assign a famous entrepreneur we learned about in social studies to each group. Have them write and act out a new version of Little Red according to that person and how they would handle each situation. Give each group a copied page one from “Little Red Writing” that gives the story path. Also give each student a word basket of words that help describe the time period and ideas is given so that they must use in context with their play. TEKS: ELAR 7; SS 8E

Links to Use Great sight to read about famous inventors. http://www.ducksters.com/biography/scientists/scientists_and_inventors.ph Joan Holub’s website http://joanholub.com/ Video of original story https://youtu.be/RT-EwqgHqCk